Attention deficit disorders in school age children - teacher's knowledge

2017 ◽  
Author(s):  
Valbona Alikaj
Keyword(s):  
Attention Deficit ◽  
School Age Children ◽  
School Age ◽  
Attention Deficit Disorders ◽  
Teacher's Knowledge

Word-Final Repetition in an Adult With Attention-Deficit/Hyperactivity Disorder: A Case Report

2019 ◽  
Vol 4 (4) ◽  
pp. 615-623
Author(s):  
David L. Evans ◽  
K. Leann Owens
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Stimulant Medication ◽  
School Age Children ◽  
School Age ◽  
Final Position ◽  
Linguistic Complexity ◽  
Hyperactivity Disorder ◽  
The Individual ◽  
Speaking Task

Purpose The purpose of this report was to describe the nature of word-final repetition (WFR) in an adult with normal intelligence and attention-deficit/hyperactivity disorder. Method A 25-year-old man completed speaking tasks that differed in linguistic complexity to examine the nature of his WFRs and the effect a stimulant medication had on his frequency of WFR. Results WFR occurred as a single iteration on sentences containing 2 or more clauses and occurred most often during monologue speaking tasks, on the final complete syllable of multisyllabic words, on content words, and on words in the utterance-final position. A minimal increase in WFR occurred when the participant completed a speaking task with a stimulant medication than the same speaking task without a stimulant medication. Conclusion Findings are similar to previous cases of WFR among school-age children, which have reported the majority of WFRs during propositional speaking tasks and a limited awareness of WFR. Linguistic, motor, coexisting conditions, and genetic explanations of WFR are considered relative to this case. Intervention of WFR should consider the individual needs of the client and the client's awareness of WFR.

Attention Deficit Hyperactivity Disorder, Combined Type: Better Executive Function Performance With Longer-Term Psychostimulant Medication

2003 ◽  
Vol 37 (5) ◽  
pp. 570-576 ◽  
Author(s):  
Alasdair L. A. Vance ◽  
Paul Maruff ◽  
Rebecca Barnett
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Function ◽  
Primary School ◽  
Attention Deficit ◽  
School Age Children ◽  
School Age ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Primary School Age ◽  
Psychostimulant Medication

Objective: Executive function deficits are evident in primary school-age children with attention deficit hyperactivity disorder, combined type (ADHD-CT) and are possibly improved by longer-term psychostimulant medication. In contrast, a substantial subgroup of children with ADHD-CT become symptomatic despite longer-term psychostimulant medication use. We investigated the hypothesis that better executive function performance is associated with the use of longer-term psychostimulant medication in primary school-age children with ADHD-CT who are again symptomatic of ADHD-CT, despite its use. Method: A cross-sectional study of 40 primary school-age psychostimulant medicationnaïve children with ADHD-CT, 26 with symptomatic ADHD-CT and treated with psychostimulant medication, and 26 control children without ADHD-CT was conducted. Nonverbal tasks of executive function were compared across the three groups. Results: The longer-term psychostimulant medication-treated group had a better executive function performance, despite being symptomatic for ADHD-CT, than the psychostimulant medication-naïve group. Conclusion: Improved executive function may be a marker of psychostimulant medication effect in children with ADHD-CT treated in the longer term. This improvement may not correlate with that of the ADHD-CT symptoms. Longitudinal studies are required.

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